K Grade English


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ELA-00.L

BPSS-ELA logoStrand (L)

Language

Narrative for the Language Strand:

As they move through formal schooling, students must gain control over the many conventions of standard English grammar, usage, and mechanics. They must also learn various ways to convey meaning effectively. Language standards include the rules of standard written and spoken English as well as the use of language as craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases (their relationships and nuances) and acquiring new academic and domain-specific vocabulary. 

English grammar conventions, knowledge of language, and vocabulary extend across reading, writing, speaking, and listening and, in fact, are inseparable from these contexts. As students grow in their understanding of patterns of English grammar, they can use this knowledge to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their speaking and listening. 

Kindergarten students learn to recognizeand write upper and lower case letters and when to use capital letters in writing. Students also learn about basic punctuation marks, how to verbally use singular and plural nouns, and verbs in the past, present and future tense.

How to help your child with the standards in the Language Strand:

  • Help your child understand the relationship between letters (upper and lowercase) and sounds by helping them print the alphabet letters.
  • Help your child recognize words that start with a capital, and notice the how the begining word of a sentence begins with a capital when reading favorite books.
  • Use words like in, out, under, around, on top of, for, by, with........
  • Help your child understand that adding -s or -es makes a word plural, and that adding beginnings and endings like -ed and -ing changes the word.
  • Encourage your child to sort words into categories like foods, birds, colors
  • Show your child opposites like hot/cold, big/small, smile/frown
  • Help your child find and use words that have similar meanings like cold/frosty/icy/frigid
  • Encourage your child to use new words that he/she hears, adding to his/her vocabulary

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-00.L.01

ELA Language Strand Logo Kindergarten (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-00.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Sub-Standards:

Introduce:
a. Uppercase and lowercase letters.
b. Use question words (interrogatives).
c. Produce complete sentences in shared language activities.
d. Common and proper noun.
e. Use regular plural nouns orally by adding /s/ or /es/.
f. Use frequently occurring adjectives.
g. Use articles.
h. Use frequently occurring conjunctions (and, or, but).
i. Use prepositions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can identify the differences between upper and lowercase letters.

Skills (Performance) Targets

  • I can print the letters in my name.
  • I can print upper and lowercase letters correctly.
  • I can use common nouns and verbs correctly when writing and speaking.
  • I can make the correct plural noun when writing or speaking.
  • I can use question words correctly when writing or speaking.
  • I can use common prepositions correctly when writing or speaking.
  • I can share my ideas and respond to questions using complete sentences.
  • I can use letters to write words.

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Uppercase Letter
  • Lowercase Letter
  • Noun
  • Verb
  • Plural
  • Question Word
  • Preposition
  • Complete Sentence

Websites


ELA-00.L.01a

 

ELA-00 Targeted Standards
(L) Strand: Language
Cluster: Conventions of Standard English.

ELA-00.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

     a. Print many upper- and lowercase letters. 

Student Learning Targets:

Reasoning Targets

  • I can identify the differences between upper and lowercase letters 

Skills (Performance) Targets

  • I can print the letters in my name
  • I can print upper and lowercase letters correctly
  • I can use common nouns and verbs correctly when writing and speaking
  • I can make the correct plural noun when writing or speaking
  • I can use question words correctly when writing or speaking
  • I can use common prepositions correctly when writing or speaking
  • I can share my ideas and respond to questions using complete sentences

Product Targets

  • I can use letters to write words

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 There is no advanced criteria for this standard.  Writing upper and lowercase letters is a foundational skill and when a student meets proficiency, they will apply this skill to authentic writing.  
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to write many upper and lowercase alphabet letters.
The student is able to form nearly all upper and lowercase alphabet letters.  
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to write some upper and lowercase alphabet letters. The student writes at least half of the upper and lowercase alphabet letters.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 
1.0 Student is able to write the letters in his/her name.
The student writes his or her name (upper or lowercase letters are acceptable).
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Uppercase Letter
  • Lowercase Letter
  • Noun
  • Verb
  • Plural
  • Question Word
  • Preposition
  • Complete Sentence

 


ELA-00.L.02

ELA Language Strand Logo Kindergarten (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-00.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Sub-Standards:

Introduce:
a. Recognize and name end punctuation.
b. Use end punctuation for sentences.
c. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
d. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions
e. Use conventional spelling for high-frequency and other studied words.
f. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts).

Display proficiency in:
g. Capitalize the first word in a sentence and the pronoun I.
h. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
i. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.


Student Learning Targets:

Knowledge Targets

  • I can name the common sounds that letters make.

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can write the letter or letters for consonant and vowel sounds.
  • I can spell words by matching sounds to letters.
  • I can write common (high-frequency) words in my writing.

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... use marks, lines or scribbles that imitate writing by moving left to right.

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... sounds of some words in their writing.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... spell simple words phonetically, drawing on knowledge of sound-letter relationships, including some vowel sounds.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... use conventional spelling for words with common spelling patters and use high- frequency words in their writing.

Teacher Proficiency Scale

Resources

Vocabulary

  • Writing
  • Word
  • Sounds
  • Consonant
  • Vowel

Websites


ELA-00.L.03

ELA Language Strand Logo Kindergarten (ELA) Targeted Standard
(L) Strand: Language
Cluster: Knowledge of Language

ELA-00.L.03 (Begins in grade 2)

ELA-00.L.04

ELA Language Strand Logo Kindergarten (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-00.L.04 With guidance and support from adults, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content

Sub-Standards:

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.L.05

ELA Language Strand Logo Kindergarten (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-00.L.05 With guidance and support from adults, explore word relationships and nuances in word meanings.

Sub-Standards:

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.L.06

ELA Language Strand Logo Kindergarten (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-00.L.06 Use words and phrases acquired through conversations, reading, being read to, and responding to texts.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.RF

BPSS-ELA logoStrand (RF)

Reading Foundations

Narrative for Reading Foundations Strand:

The Foundational Skill standards are directed toward fostering students' understanding and working knowledge of:

Concepts of Print:  Recognizing the features print (ex. how to hold a book, knowing where to start reading....)

Phonological Awareness:  Understanding how spoken words work (rhyming, hearing the individual sounds in words such as the first sound in the word cat is /c/).

Phonics and Word Study:  The relationship between letters and sounds in language.  Students will learn to recognize high-frequency words (ex. I, and, go, is, the) automatically. 

Fluency:  The ability to read smoothly and expressively, and in kindergarten students will participate in shared reading experiences and hear teachers reading aloud.  This helps kindergarteners understand that we read with purpose and understanding. 

How to help your child at home with the foundational skill strand:

  • Re-read favorite books to build awareness of how print works 
  • Have your child play matching games with alphabet letters (matching upper to lowercase)
  • Point out and read billboards, signs, package labels and any other print encountered, pointing out letters
  • Play rhyming games together in the car (What rhymes with tree?)
  • Play word games, taking turns saying syllables and the partner guesses the word (el-e-phant=elephant)
  • Discuss which letters and letter combinations go with which sounds in what you and your child are reading
  • Help your child to decode (take apart) common words so that he/she becomes familiar with how to sound words out
  • Have your child find high-frequency words in magazines or newspapers (kindergarteners work on recognizing 75 words automatically by the end of the year)
  • Read higher levels of text to your child so that he/she can hear you read with accuracy, appropriate speed, and expression

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-00.RF.01

ELA Reading Foundations Strand Logo Kindergarden (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Print Concepts

ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print.

Sub-Standards:

a. Follow words from left to right, top to bottom, and page by page.
b. Recognize spoken words are represented in written language by specific sequences of letters.
c. Understand words are separated by spaces in print.
d. Recognize and name all uppercase and lowercase letters of the alphabet.

Student Learning Targets:

Knowledge Targets

  • I can hold a book correctly.
  • I can recognize that books are read from left to right and top to bottom.
  • I can recognize that letters make up words.

Reasoning Targets

  • I can recognize that words are separated by spaces before and after them.
  • I can recognize the difference between upper- and lowercase letters.

Skills (Performance) Targets

  • I can name all uppercase and lowercase letters of the alphabet.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Novice
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • letter, word, sentence, space, uppercase, lowercase, left, right, top, bottom, tracking, 
  • perform basic processes, such as:
    • (a) shows where to start reading, where to go next
    • (a) knows left page/right page (where to start)
    • (b) identify the number of words in the sentence
    • (c) know the difference between a letter, word and sentence
    • (d) recognize all uppercase letters
    • (d)recognize all lowercase letters
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • demonstrate understanding of the organization and basic features of print:
    • follow words from left to right, top to bottom, and page by page
    • recognize spoken words are represented in written language by specific sequences of letters
    • understand words are separated by spaces in print
    • recognize and name all uppercase and lowercase letters of the alphabet
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex
Teacher Proficiency Scale

Resources

Vocabulary

  • Alphabet
  • Uppercase letter
  • Lowercase letter
  • Right side up
  • Left
  • Right
  • Order
  • Word

Websites


ELA-00.RF.01.a

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Print Concepts.

Sub-standard in bold is prioritized in this standard.

ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print. 

a.  Follow words from left to right, top to bottom, and page by page

Student Learning Targets:

Knowledge Targets

  • I can hold a book correctly
  • I can recognize that books are read from left to right and top to bottom

Reasoning Targets

  • I can recognize the difference between upper- and lowercase letters

Skills (Performance) Targets

  • I can turn pages in a book from front to back and read the left page before the right

 

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Following words on a page is a foundational skill where no advanced criteria is available.  Once proficiency for this standard is met, students will be applying that knowledge in other standards in the Reading and Writing strands.  
  3.5  No Advanced Critera (see explanation for Level 4)
3.0

“The Standard.” Student is able to follow words from:

  • Left to right
  • Top to bottom
  • page by page

  2.5  No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 The student demonstrates tracking most of the time.
  1.5  In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student sometimes follows words, but is not consistent.

  0.5 Limited or no understanding of the skill is demonstrated

Resources

Websites

Vocabulary

  • Letters
  • Words
  • Tracking
  • Follow
  • Pages
  • Turn
  • Top
  • Bottom
  • Right-side up
  • Left
  • Right

 


ELA-00.RF.01.d

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Print Concepts.

Sub-standard in bold is prioritized in this standard.

ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print. 

d.  Recognize and name all upper-lowercase letters of the alphabet

Student Learning Targets:

Knowledge Targets

  • I can recognize that letters make up words

Reasoning Targets

  • I can recognize the difference between upper- and lowercase letters

Skills (Performance) Targets

  • I can name all uppercase and lowercase letters of the alphabet

 

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Naming alphabet letters is a foundational skill where no advanced criteria is available.  Once proficiency for this standard is met, students will be applying that knowledge in other standards in the Reading and Writing strands.  
  3.5  No Advanced Criteria (see explanation for Level 4)
3.0The student is able to name 52 upper and lowercase letters of the alphabet.

  2.5 Student is able to name 46-51 upper and lowercase letters of the alphabet
2.0 The student is able to name at least 40 upper and lowercase letters of the alphabet.

  1.5 Student is able to name 36-39 upper and lowercase letters of the alphabet
1.0The student is able to name at least 25 upper and lowercase letters of the alphabet.
  0.5 Student names 26 or less letter names

Resources

Websites

Vocabulary

  • Alphabet
  • Letters
  • Uppercase
  • Lowercase

ELA-00.RF.02

ELA Reading Foundations Strand Logo Kindergarten (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonological Awareness

ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

Sub-Standards:

a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/).
e. Add or substitute individual sounds (phonemes) in simple, single-syllable words to make new words.

Student Learning Targets:

Knowledge Targets

  • I can recognize words that begin with the same sound (dog/dish).
  • I can recognize words that end with the same sound (man/tin).
  • I can recognize words that have the same middle sound (pen/bet).

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can take apart a word and tell you the beginning sound, middle sound and ending sound.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Novice
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • rhyming word, syllable, blend, segment, vowel, consonant, substitute
  • perform basic processes, such as:
    • (a) recognize rhyming word pairs or sets
    • (b) blend and pronounce syllables in a word
    • (c) blend onset-rime in words
    • (d) isolate the initial sound in CVC words
    • (d) isolate the final sound in CVC words
    • (e) discriminate between words with same or different initial sounds
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • demonstrate understanding of spoken words, syllables, and sounds (phonemes):
    • (a) recognize and produce rhyming words
    • (b) count, pronounce, blend, and segment syllables in spoken words
    • (c) blend and segment onsets and rimes of single-syllable spoken words
    • (d) isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (consonant-vowel-consonant, or CVC) words (This does not include CVCs ending with /l/, /r/, or /x/)
    • (e)add or substitute individual sounds (phonemes) in simple, single-syllable words to make new words
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex
Teacher Proficiency Scale

Resources

Vocabulary

  • Beginning sound
  • Middle sound
  • Ending sound
  • Phoneme
  • Sound
  • Vowel
  • Letter

Websites


ELA-00.RF.02.a

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonological Awareness.

ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a.  Recognize and produce rhyming words

Student Learning Targets:

Knowledge Targets

  • I can recognize words that have the same middle and ending sound with the same sound (rhyming words) 

Skills (Performance) Targets

  • I can give you two words that have the same middle and endign sound (rhyming words)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Rhyming is a foundational skill where no advanced criteria is available. Once proficiency for this standard is met, you will see your student applying it to other standards such as letter/sound correspondence, decoding and writing.  
  3.5  No advanced criteria (see Level 4 for explanation)
3.0The student is able to produce rhyming words (when given the word clock the student can say a word that rhymes with clock such as sock, dock, knock).


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student is able to identify a rhyming word out of a list for a given word. Out of the words fish, clock and boat- the student can determine that fish rhymes with the given word- dish.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student is able to identify two words that rhyme (given three sets of words such as dog/hog, cat/dish and clock/goat, the student can pick out dog/hog as the rhyming words).

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Rhyme
  • Sound
  • Produce
  • Identify

 


ELA-00.RF.02.d

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonological Awareness.

Sub-standard in bold is prioritized within this standard

ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 

d.  Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three phoneme (CVC) words

Student Learning Targets:

Knowledge Targets

  • I can recognize words that begin with the same sound (dog/dish)
  • I can recognize words that end with the same sound (man/tin)
  • I can recognize words that have the same middle sound (pen/bet)

Skills (Performance) Targets

  • I can take apart a word and tell you the beginning sound, middle sound and ending sound

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Isolating beginning/middle and ending sounds in words is a foundational skill where no advanced criteria is available.  Once proficiency for this standard is met, you will see your student applying it to other standards such as letter/sound correspondence ,decoding and writing.  
  3.5  No advanced criteria (see Level 4 for explanation)
3.0 The student is able to produce initial, middle and final sounds in words, such as the /c/ in cat, the /a/ in cat and the /t/ in cat.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student is able to isolate and pronounce the middle or ending sounds in words.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student is able to isolate the initial sounds in words.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Vocabulary

  • Phoneme
  • Beginning sound
  • Ending sound
  • Middle sound
  • Vowel
  • Letter
  • Sound

ELA-00.RF.03

ELA Reading Foundations Strand Logo Kindergarden (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonics and Word Recognition

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

Sub-Standards:

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five vowel sounds.
c. Decode and use CVC words.
d. Read common high-frequency words by sight.
e. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Student Learning Targets:

Knowledge Targets

  • I can identify the five major vowels.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can say the most common sound of each consonant.
  • I can say the long and short vowel sounds for each vowel.
  • I can blend the sounds of the letters to read a word.
  • I can read common words without having to sound them out.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • Novice
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • letter names, letter sounds, word, sight words, decode, blend, sound out, consonant, vowel
  • perform basic processes, such as:
    • (a) demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • (b) associate the long and short sounds with common spellings (graphemes) for the five vowel sounds
  • (c) decode and read CVC words
  • (d) read common high-frequency words by sight
  • (e) distinguish between similarly spelled words by identifying the sounds of the letters that differ
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • transfer phonics / decoding skills to authentic reading and writing
Teacher Proficiency Scale

Resources

Vocabulary

  • Sound
  • Consonant
  • Letter
  • Short Vowel
  • Long Vowel
  • High-Frequency Word
  • Read

ELA-00.RF.03.a

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

Sub-standards in bold are prioritized for this standard.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

a.  Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

Student Learning Targets:

Skills (Performance) Targets

  • I can say the most common sound of each consonant

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Identifying sounds for letters is a foundational skill where no advanced criteria is available.  When a student meets proficiency for these standards, you will see application of these skills in other standards such as:  reading text and writing.  
  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0 The student is able to produce the common sounds for 26 consonants and short vowel sounds.

 

 

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 The student is able to produce the common sounds for at least 20 consonants and short vowel sounds.

  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student is able to produce the common sounds for at least 10 consonants and short vowel sounds.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources


ELA-00.RF.03.c

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

Sub-standards in bold are prioritized for this standard.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words. 

c.  Decode and read CVC words

Student Learning Targets:

Knowledge Targets

  • I can identify the five major vowels

Skills (Performance) Targets

  • I can say the long and short vowel sounds for each vowel
  • I can blend the sounds of the letters to read a word

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 The student decodes and reads words in text that is at the end of the early reading stage:
  • Words with common vowel teams
  • Two-syllable words
  • Words with inflected endings (-ing)
  • Sight words found in text at the end of the early stage of reading
 
  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0

The student decodes and reads CVC (consonant/vowel/consonant) words in text that is at the end of the emergent reading stage.  

The student is beginning to use known word patterns when decoding unknown words (can say c-at instead of having to say c-a-t when decoding a word).


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student isolates individual sounds of words (c-a-t) but cannot blend the sounds back together to read the word.

  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0The student can isolate some individual letter sounds in a CVC (consonant/vowel/consonant) word- the student can say the /c/ sound in the word cat.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Sound
  • Short Vowel
  • Long Vowel
  • Consonant
  • Decode
  • Letter
  • Read

 


ELA-00.RF.03.d

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

Sub-standards in bold are prioritized for this standard.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words. 

d..  Read common high-frequency words by sight (the, of, to, you, she, is, are.....)

Student Learning Targets:

Skills (Performance) Targets

  • I can read common words without having to sound them out

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Reading high-frequency words is a foundational skill where no advanced criteria is available.  When a student meets proficiency for these standards, you will see application of these skills in other standards such as:  reading text and writing.  
  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0

The student reads at least 35 words commonly found in texts at the end of the emergent reading stage.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student reads at least 20 words commonly found in texts at the emergent reading stage.

  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student reads at least 5 words commonly found in texts at the emergent reading stage.

 


  0.5 Limited or no understanding of the skill is demonstrated.

 

 

Resources

Websites

Vocabulary

  • High-Frequency Word
  • Read

 


ELA-00.RF.04

ELA Reading Foundations Strand Logo Kindergarten (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Fluency

ELA-00.RF.04 Read with sufficient accuracy and fluency to support comprehension

Sub-Standards:

a. Read grade level text with purpose and understanding.
b. Read grade level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student Learning Targets:

Knowledge Targets

  • I can recognize high-frequency words in a text.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can read a text with common high-frequency words.
  • I can use pictures in a text to help me understand.
  • I can retell the story I read.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Fluency
  • Expression
  • Punctuation
  • High-Frequency Word

Websites


ELA-00.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for Informational Reading Strand:

The primary purpose of informational text (non-fiction) is to inform the reader about the natural or social world. Different from literaure (fiction), informational text does not utilize characters.  In this strand students are expected to determine the topic (who or what the text is about).  Students will also ask and answer questions about the topic of the text and retell what they read. 

Informational text offers a variety of structures to assist the readers in finding information quickly and efficiently. These might include a table of contents, bold or italicized text, gloassaries, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts. 

Continued work on reading comprehension standards will heighten student abilities to read more age appriopriate informational (non-fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Our youngest readers benefit from rereading text and text with high repetition.  Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level.  Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about bears?)
  • Go beyond just naming the topic, ask your child to tell you details about the topic 
  • Have your child retell the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Read aloud frequently.  Children love to listen to non-fiction stories that are more complicated than they can read on their own
  • Bring attention to bold wordscaptions and  glossaries that will help locate key facts or information in a text
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-fiction) reading material

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-00.RI.01

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: (RI) Key Ideas and Details

ELA-00.RI.01 With prompting and support, ask and answer questions about key/supporting details in a text.

Student Learning Targets:

Knowledge Targets

  • I can explain that a key detail is an important part of an informational book.

Reasoning Targets

  • I can determine what the important details are when I listen to a story.

Skills (Performance) Targets

  • I can ask and answer questions about the key details in an informational book (who, what, when, where, how).
  • I can ask and answer questions before, during and after reading an informational book.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... follow and understand an informational text in a shared reading book or a read aloud by participating and asking/answering questions about the text in a whole group setting.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... answer simple detail questions such as "What is one thing the author told you?" or lists details from the text.
  • recognize or recall specific terminology, such as:
    • retell, sequence, summarize, main idea, detail,
  • perform basic processes, such as:
    • using a sentence model or prompt, ask questions related to the text
    • using a model, retell sequence of events in the text
    • with support, identify details about a text
    • with prompting, respond to a question about a text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... make inferences about a fact/detail (as shown in pictures) to help understand the text at the end of the emergent reading stage.
  • with prompting and support, ask and answer questions about key/supporting details in a text
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... demonstrate complete understanding of the text and is able to answer questions about the important information and state a main idea of a text at the end of the early reading stage.
Teacher Proficiency Scale

Resources

Vocabulary

  • Key Detail
  • Topic
  • Question
  • Facts

Websites


ELA-00.RI.02

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-00.RI.02 With prompting and support, identify the main topic and retell key details of a text.

Student Learning Targets:

Knowledge Targets

  • I can identify the main topic (who or what the text is mostly about).

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can retell the key details of a text.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... identifies the main topic and/or retells some information with few details from the text.

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... identifies the main topic and/or retells some information with few details from the text.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... identify the main topic and retell some of the important key details or events from a text at the end of the emergent reading stage.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... identify the main topic of the text as part of retelling the important key details or events, including only the important information from a text at the end of the early reading stage.

Resources

Vocabulary

  • Main topic
  • Key Detail
  • Retell

Websites


ELA-00.RI.03

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-00.RI.03 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Student Learning Targets:

Knowledge Targets

  • I can identify individuals, events, ideas, or pieces of information in a text.

Reasoning Targets

  • I can describe a connection between two individuals in a text.
  • I can describe a connection between two events in a text.
  • I can describe a connection between two ideas or pieces of information in a text.

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Topic
  • Facts
  • Question
  • Key Detail

Websites


ELA-00.RI.04

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-00.RI.04 With prompting and support, ask and answer questions about unknown words in a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.RI.05

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-00.RI.05 Identify the front cover, back cover, and title page of a book.

Student Learning Targets:

Knowledge Targets

  • I can identify the front cover and back cover of a book.
  • I can identify the title page of a book.

Reasoning Targets

  • I can explain what the title page tells me.

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Front Cover
  • Back Cover
  • Explain
  • Title Page

Websites


ELA-00.RI.06

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-00.RI.06 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.RI.07

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-00.RI.07 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.RI.08

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-00.RI.08 With prompting and support, identify the reasons an author gives to support points in a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.RI.09

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-00.RI.09 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.RI.10

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Range of Reading and Level of Text Complexity

ELA-00.RI.10 Actively engage in group reading activities with purpose and understanding.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can ask and answer questions about what is being read aloud. I can ask and answer questions about what I read.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Read
  • Retell
  • Questions

Websites


ELA-00.RL

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for Literature Strand:

Reading literature (fiction) allows students to learn about other lives and times that relate to their own personal experiences. In this strand, students will ask and answer questions about key details (characters, setting, plot), along with retelling what they have read.  Literature (fiction) helps readers learn important life lessons through the lives of the characters, comparing their own experiences with the experiences of the characters they read about. Reading literature (fiction) allows us to learn to appreciate the beauty of the language, and to be articulate speakers and writers.  

Continued work on reading comprehension standards will heighten student abilities to read more complex literature (fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Our youngest readers benefit from rereading text and text with high repetition.  Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level.  Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

Continued work on reading comprehension standards will heighten student abilities to read age appropriate literature (fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Our youngest readers benefit from rereading text and text with high repetition.  Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level.  Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

 

How to Help Your Child At Home with the Literature Strand:

  • Read to your child often, and let him/her read books to you as they emerge as a reader
  • Ask questions about what is being read  
  • Go beyond just naming the character and setting, have your child describe the characters and settings with details (ex. "What character traits did the characters have?" (kind, mean, creative, patient, messy)? How do you know?)
  • Have your child retell a story they have read with the beginning, middle and end
  • Discuss favorite stories together and talk about the characters and details about the characters
  • Read aloud frequently.  Children love to listen to stories that are more complicated than they can read on their own.  
  • Don't forget - poetry can be a great read aloud
  • Make regular visits to a public library to select literature (fiction) reading material

 

Resources:

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-00.RL.01

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-00.RL.01 With prompting and support, Ask and answer questions about key/supporting details in a text before, during, and after reading.

Student Learning Targets:

Knowledge Targets

  • I can explain that a key detail is an important part of a story.

Reasoning Targets

  • I can determine what is an important detail when I listen to a story.

Skills (Performance) Targets

  • I can ask and answer questions about a text (who, what, when, why, where).
  • I can ask and answer questions before, during and after reading a text.

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... follow and understand a simple plot in a shared reading book or a read aloud by participating and asking/answering questions about the story in a whole group setting.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... answer simple detail questions such as "Who is the character?" What is the setting?", or lists important information after reading a story.
  • recognize or recall some specific terminology, such as:
    • Before: predict, inference
    • During: character, setting, detail, problem, solution
    • After: retell, recall, sequence, summarize, main idea
  • perform some basic processes, such as:
    • following a model/sentence frame, predict what a text may be about
    • using a sentence model or prompt, ask questions related to the text
    • using a model, retell sequence of events in the text
    • with support, identify details about a text (character, setting, event)
    • with prompting, respond to a question about a text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... make inferences about a character/setting or detail (as shown in the pictures) to help understand the story at the end of the emergent reading stage.
  • with prompting and support, ask and answer questions about key/supporting details before, during, and after reading
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... notice evidence in illustrations or text the author provides to show character attributes or aspects of the setting and notices and follows the dialogue to aide in comprehending the text that is at the end of the early reading stage.
Teacher Proficiency Scale

Resources

Vocabulary

  • Key Detail
  • Story
  • Literature
  • Character
  • Setting
  • Problem/Solution
  • Actions
  • Feelings

ELA-00.RL.02

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-00.RL.02 With prompting and support, retell familiar stories, including key/supporting details.

Student Learning Targets:

Knowledge Targets

  • I can identify key details (important parts to the story).

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can listen to a story and tell the key details.
  • I can retell (put into my own words) stories using key details.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Key Detail
  • Retell
  • Beginning/Middle/End

ELA-00.RL.03

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-00.RL.03 With prompting and support, identify characters, settings, and major events in a story.

Student Learning Targets:

Knowledge Targets

  • I can identify the character in a story
  • I can identify the setting in a story
  • I can identify the major event in a story

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Character
  • Setting
  • Event

ELA-00.RL.04

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Craft and Structure

ELA-00.RL.04 Ask and answer questions about words with unknown meanings, in a story or poem.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.RL.05

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Craft and Structure

ELA-00.RL.05 Recognize common types of texts using their unique features throughout the selection.

Student Learning Targets:

Knowledge Targets

  • I can recognize when a text is a storybook or a poem.

Reasoning Targets

  • I can explain that some texts look the same and some look different.

Skills (Performance) Targets

  • I can listen to and look at different types of text.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Text
  • Poem
  • Play
  • Story/storybook

Websites

  • Links to sites that open in a new window

ELA-00.RL.06

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Craft and Structure

ELA-00.RL.06 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Student Learning Targets:

Knowledge Targets

  • I can identify where to find the name of the author/illustrator.

Reasoning Targets

  • I can explain that authors write books and stories.
  • I can explain that illustrators create the pictures for books and stories.

Skills (Performance) Targets

  • I can name the author and illustrator of a story.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Author Illustrator
  • Story
  • Book Cover

Websites


ELA-00.RL.07

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-00.RL.07 With prompting and support, describe the relationship between illustrations and the story in which they appear.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.RL.08

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-00.RL.08 (Not applicable to literature)

ELA-00.RL.09

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-00.RL.09 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.RL.10

 

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Range of Reading and Level of Text Complexity.

ELA-00.RL.10 Actively engage in group reading activities with purpose and understanding.

Student Learning Targets:

Skills (Performance) Targets

  • I can ask and answer questions about what is being read aloud
  • I can ask and answer questions about what I read

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

Student is able to independently read middle 2nd grade independent level texts with purpose and understanding.

 

Advanced level text descriptions (link)

The student orally or silently reads a middle 2nd grade level text and answers questions about the text orally or through writing or drawing.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to read end of kindergarten independent level texts with purpose and understanding.

 

End of year Kindergarten text descriptions (link)

The student orally or silently reads an end of kindergarten level text and answers questions about the text orally or through writing or drawing.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Student is able to read midlle of kindergarten independent level texts with purpose and understanding.

 

Middle of year kindergarten text descriptions (link)

The student orally or silently reads an end of kindergarten level text and answers questions about the text orally or through writing or drawing.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 Student is able to participate in shared reading experiences or read alouds in the kindergartener classroom.
The student joins in when the teacher and class are reading a big book together.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Read
  • Questions
  • Retell
  • Story

 


ELA-00.SL

BPSS-ELA logoStrand (SL)

Speaking and Listening

Narrative for the Speaking and Listening Strand:

Speaking and listening standards require students to develop a range of oral communication and interpersonal skills that facilitate various types of discussion and oral exchange. Students must learn to work together, express and listen carefully to ideas, and integrate information from various sources, (e.g., oral, visual, quantitative, and media). Students must also gain skills in evaluating what they hear, use various sources to support what they are communicating, and adapt their speech to the content and the task at hand. 

Speaking and listening skills are necessary prerequisites for reading and writing. Oral language development precedes and is the foundation for writing. A student’s listening and speaking vocabulary sets boundaries on what that student can read and understand no matter how well they decode. In addition, new technologies have expanded the role speaking and listening play in acquiring and sharing ideas, tightening their link with other forms of communication.
 

Students in kindergarten participate in discussions with peers and adults about grade level topics and texts they have heard read aloud or presented orally or through other media. They learn and practice rules of discussion such as taking turns and listening to others. They ask and answer questions about key details in texts and other information presented orally. They also use questioning to acquire additional information and to clarify something that is not understood. 

 

How to help your child with the Speaking and Listening Standards:

  • At dinner time or in the car, have conversations with your child to allow him/her to practice the art of conversation
  • Respond to your child in sentences to model for him/her the correct way to talk
  • Ask for details about books, movies, and television shows you are viewing with your child
  • Ask your child to tell you in his/her own words about what he/she hears and sees
  • Encourage your child to describe his/her feelings and ideas in phrases and sentences that are more descriptive than just one word
  • Use complete sentences when you talk to your child and encourage him/her to speak in the same way

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-00.SL.01

ELA Speaking and Listening Strand Logo 00 Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-00.SL.01 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.


Student Learning Targets:

Knowledge Targets

  • I can identify the classroom rules for discussion.

Reasoning Targets

  • I can use my words to share my thoughts.
  • I can follow directions I hear.

Skills (Performance) Targets

  • I can listen to the comments of others and share my own ideas.
  • I can take turns when I am talking to others.
  • I can identify and follow the agreed upon rules for discussion.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • speaking, listening, discussion, partner, question, respond, share
  • perform basic processes, such as:
    • listen to the person speaking
    • take turns speaking
    • responds to questions or prompts posed by teacher or other adults
    • responds to questions posed by peers
    • with prompting, asks questions about a topic/text in a whole group and/or small group setting

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups.
  • follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
  • continue a conversation through multiple exchanges.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Teacher Proficiency Scale

Resources

Vocabulary

  • Discussion
  • Taking turns
  • Listen
  • Rules
  • Question

Websites


ELA-00.SL.02

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-00.SL.02 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key/supporting details and requesting clarification if something is not understood.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can identify key information presented in different formats (ex. text read aloud, oral presentation, audio, book, website).
  • I can ask questions about key details of information presented in multiple ways.
  • I can answer questions about key details of information presented in multiple ways.
  • I can ask for clarification if I do not understand something.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... show able to answer few questions about a text read aloud or from information presented orally.

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... ask and answer some questions about a text read aloud or from information presented orally.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... ask and answer questions about a text read aloud or from information presented orally.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... to retell, and ask questions to confirm thinking or gain understanding, of advanced texts or read aloud or from information presented orally.

Teacher Proficiency Scale

Resources

Vocabulary

  • Questions
  • Answer
  • Media
  • Listen
  • Key Detail

Websites


ELA-00.SL.03

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-00.SL.03 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Student Learning Targets:

Knowledge Targets

  • I can identify what a question is. I can identify when I do not understand something.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I an ask and answer questions that help me get information or make something clear.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... show limited understanding in meeting grade level expectations for asking and answering questions during group discussions.

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... show growth in meeting the grade level expectations for asking and answering questions during group discussions.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... consistently meet the grade level expectations for asking and answering questions during group discussion.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... exceed the grade level expectations for asking and answering questions during group discussions.

Resources

Vocabulary

  • Question
  • Turn taking
  • Listening
  • Information
  • Understand

Websites


ELA-00.SL.04

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-00.SL.04 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.SL.05

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-00.SL.05 Add drawings or other visual displays to descriptions as desired to provide additional detail.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.SL.06

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-00.SL.06 Speak audibly and express thoughts, feelings, and ideas clearly.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W

BPSS-ELA logoStrand (W)

Writing

Narrative for the Writing Strand:

The standards in this strand include three kinds of writing: opinion, informative, and narrative. Opinion and informative writing will likely start with kids reading one or more books and responding to what they’ve learned. In an opinion piece, your child introduces the book or topic he’s writing about, states his opinion or preference about it, gives a reason or two to support his opinion (e.g. Goldilocks was wrong to go into the home of the 3 bears.)  The kindergarten writer is also learning to use conclusions.

In an informative piece, your child names what he’s writing about and gives some information, facts, or details about it (e.g. Dogs bark and come in many sizes).

Writing a narrative is like writing a story, and your child’s story may be inspired by books, experiences, or pure imagination. Your child's story should describe an events with some details about the event  (e.g. I went to the circus and I saw a clown) and give some sense of the story coming to an end (It was fun).

In kindergarten written language skills are emerging. Students will be using thier inventive spelling as they emerge as writers (bunny may first be spelled with the beginning sound "b" or spelled "bne"). Written language skills are addressed in the Language standards strand.  

 

How can I help my child at home with the writing strand standards?

  • Let your child see you write - notes, letters, memories.  Read aloud what you have written.
  • Establish a place to leave messages for each other such as a wipe-off or cork board (your child may draw you a picture message to begin with)
  • Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking“My favorite book is … because …”.  Model this by giving your own opinions about topics or books.
  • Have your child write/draw about a topic, supply some facts about the topic, and find a way to close/end the piece.  
  • Help your child see that order is important in writing about a story or happening, using a proper sequence of events.
  • Help your child to use the computer, pens, crayons, paint, etc. to produce and publish what he/she has written/drawn.  Have them read aloud what they have written.
  • Do simple research about a given topic together – write down the facts and details you find about the topic
  • Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-00.W.01

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-00.W.01 Write opinion pieces using a combination of drawing and writing.

Sub-Standards:

a. Tell a reader the topic or the name of the book they are writing about
b. State an opinion or preference about the topic or book (e.g., My favorite book is…)

Student Learning Targets:

Knowledge Targets

  • I can identify the topic or name of a book.
  • I can identify an opening to a piece of writing.
  • I can identify a closing to a piece of writing.

Reasoning Targets

  • I can determine my opinion or preference about a topic or book.

Skills (Performance) Targets

  • I can use drawings and words to share my opinion about a topic or book.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • opinion, nonfiction, facts
  • perform basic processes, such as:
    • orally differentiate facts from opinions
    • form and state an opinion orally
    • write an opinion with drawings and/or words with prompting and support
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write opinion pieces using a combination of drawing and writing.
    • (a) tell a reader the topic or name of the book they are writing about
    • (b) state an opinion or preference about the topic or book (e.g., My favorite book is…)
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write an opinion text with:
    • a clear and focused opinion
    • relevant, accurate and specific supporting reasons
    • varied sentence structure and word use
    • words and pictures that enhance the meaning of the text
Teacher Proficiency Scale

Resources

Vocabulary

  • Opinion
  • Topic
  • Sentence
  • Word choice
  • Opening
  • Closing
  • Text

ELA-00.W.02

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-00.W.02 Write informative/explanatory texts using a combination of drawing and writing.

Sub-Standards:

a. Name what they are writing about.
b. Supply some information about the topic.

Student Learning Targets:

Knowledge Targets

  • I can identify an opening to a piece of writing.
  • I can identify a closing sentence to a piece of writing.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can select a topic and information to share.
  • I can use drawings and words to name and give information about a topic.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • nonfiction, facts, research, labels, diagrams, captions
  • perform basic processes, such as:
    • focus on a topic
    • identify accurate facts about the topic (using background knowledge or research)
    • orally retell a fact(s)
    • write information using drawings and/or words with prompting and support
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write informative/ explanatory texts using a combination of drawing and writing.
    • (a) name what they are writing about
    • (b) supply some information about the topic
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write an informative/ explanatory text with:
    • clear and focused topic
    • relevant, accurate and specific information
    • varied sentence structure and word use
    • words and pictures that enhance the meaning of the text
Teacher Proficiency Scale

Resources

Vocabulary

  • Topic
  • Key details
  • Information
  • Sentence
  • Introduction
  • Closing

ELA-00.W.03

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-00.W.03 Write narratives using a combination of drawing and writing.

Sub-Standards:

a. Narrate a single event or several loosely linked events.
b. Tell about the events in the order in which they occurred.
c. Provide a reaction to what happened.

Student Learning Targets:

Knowledge Targets

  • I can identify sequence words (first, next, last).

Reasoning Targets

  • I can describe how I feel about what happened in my story.

Skills (Performance) Targets

  • I can tell a story about something that happened.
  • I can tell what happened first, next, last.
  • I can create drawings and writing to tell about an event in my life.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • narrative, sequence, event, detail, reaction or feeling, beginning, middle, end, personal experience, story, fiction
  • The student will perform basic processes, such as:
    • generate an idea to write about
    • focus on one idea or event
    • orally retell an event in order using beginning, middle and end
    • write an idea using pictures or words with prompting and support
    • reflect and share a reaction or feeling orally
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write narratives using a combination of drawing and writing.
    • (a) narrate a single event or several loosely linked events.
    • (b) tell about the events in the order in which they occurred.
    • (c) provide a reaction to what happened.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write a narrative text with:
    • a clear and focused main idea
    • relevant, accurate and specific supporting details
    • varied sentence structure and word use
    • words and pictures that enhance the meaning of the text
Teacher Proficiency Scale

Resources

Vocabulary

  • First, next, last (sequence)
  • Event
  • Details
  • Narrative
  • Introduction
  • Conclusion
  • Sentence

ELA-00.W.04

ELA Writing Strand Logo Kindergarden (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-00.W.04 (Begins in grade 3)

ELA-00.W.05

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-00.W.05 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W.06

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-00.W.06 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W.07

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge

ELA-00.W.07 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W.08

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge

ELA-00.W.08 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W.09

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge

ELA-00.W.09 (Begins in grade 4)

ELA-00.W.10

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Range of Writing.

ELA-00.W.10 (Begins in grade 3)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


P

pTempL

ELA Language Strand Logo 00 (ELA) Targeted Standard
(L) Strand: Language
Cluster: pasteCNAME

ELA-00.L.00 pasteSTANDARD

Sub-Standards:

Introduce:
PASTE
Practice:
PASTE
Display proficiency in:
PASTE

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can 

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

pTempRF

ELA Reading Foundations Strand Logo 00 Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: CNAME

ELA-00.RF.00 pasteSTANDARD

Sub-Standards:

PASTE
PASTE

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window


pTempRI

ELA Reading Informational Strand Logo 00 Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: pasteCNAME

ELA-00.RI.00 pasteSTANDARD

Sub-Standards:

PASTE
PASTE

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window


pTempRL

ELA Reading Literature Strand Logo 00 Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: pasteCNAME

ELA-00.RL.00 pasteSTANDARD

Sub-Standards:

PASTE
PASTE

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window


pTempSL

ELA Speaking and Listening Strand Logo 00 Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: CNAME

ELA-00.SL.00 pasteSTANDARD
a. PASTE

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Teacher Proficiency Scale

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window


pTempW

ELA Writing Strand Logo 00 Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: CNAME

ELA-00.W.00 pasteSTANDARD
a. PASTE

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Teacher Proficiency Scale

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window


S

STANDARDL

ELA Language Strand Logo 00 Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: pCLUSTER

IDENTIER STANDARD.

SUBSTANDARD


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and target content: 
  • PASTE1.
Sample Activities:
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes:
  • PASTE2.
Sample Activities:
3 Proficient
“The Standard.”
... with prompting and support, will exhibits no major errors or omissions.
  • PASTE3.
Sample Activities:
4 Advanced
... in addition to Score 3.0, in-depth inferences and applications that go beyond the target content.
  • PASTE4. 
Sample Activities:

Resources

Vocabulary

  • VOCABWORDS
  • VOCABWORDS

Websites

  • Links to sites that open in a new window


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